welcome back! back to school science meeting kim o’donnell, k-12 science curriculum coordinator
TRANSCRIPT
Welcome Back!
Back to School Science MeetingKim O’Donnell, K-12
Science Curriculum Coordinator
Agenda
• 8:00-8:30 Welcome Back
• 8:15-9:00 Chemical Safety Updates with Pamela Rosa
• 9:00-9:45 Defined STEM
• 9:45-10:00 Break
• 10:00- 11:00 Discussion of new curriculum guides, scales and assessments (MS only)
Chemical Safety Training
• GHS Training Video
Defined STEM
• Defined STEM is an online resource of PBL projects, rubrics, non-fiction articles and videos for students in grades 3-12.
• Encompasses a wide variety of subjects (not just science).
• Paid for via a grant from the Governor's STEM Scale-Up Initiative
• Defined STEM Walkthrough
Curriculum Changes for 13-14
• Middle School curriculum guides have been revised to include clusters and topics within each unit.
• The units and the order of the units have NOT changed.
• To revise the guides, groups of teachers looked at the Iowa Core Standards, then formed them into “clusters” or large chunks of information, and then selected “topics” or smaller, more teachable chunks of information.
Grade Level Overview DocumentUnit Content Standards Reporting
Cluster(s)Content Topics Sample Tasks
Life on Earth13 Weeks
Understand and apply knowledge of the complementary nature of structure and function and the commonalities among organisms.
Life on Earth Characteristics of Life The student will use evidence to create an argument if a given object is living or non-living based on its needs and characteristics.
Classification of Living things
The student will classify organisms according to their characteristics and defend the choices using evidence.
Structure, Function and Processes of Plants
The student will identify basic plant structures and explain their function in growth and reproduction.
The student will construct an explanation that energy is transferred from plants to animals and relate this to photosynthesis.
Matter and Energy in Chemical Changes7 Weeks
Understand and apply knowledge of: Physical and chemical changes and their relationship to the conservation of matter and energy.
Physical and Chemical Changes
Chemical Reactions The student will analyze and interpret the properties of products and reactants to determine if a chemical reaction has occurred.
Conservation of Matter The student will interpret a model to determine if matter is or is not conserved in a chemical reaction, and explain the reasoning.
Conservation of Energy The student will conduct an experiment to determine if energy is absorbed or released during a chemical reaction.
Clusters, Topics and Scales Oh My!
• 4 point scales were created for each topic within a unit of study. These scales outline what the basic knowledge and vocabulary is (Level 2) and what the deeper knowledge is (Level 3) that a student must have in order to be considered proficient in their knowledge.
• These scales will be used to assign students a “grade” on assessments based on the 4 point scale.
Topics and ScalesReporting Cluster: Life on Earth
Topic Knowledge: Assessments:
Characteristics of Life
4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.
3Proficient
Students demonstrate they have developed an understanding of: how all organisms must be able to obtain and use resources, grow, reproduce and maintain
stable internal conditions while living in a constantly changing external environment. how all living things are made of cells containing DNA, with some being unicellular, and some
multicellular. how organisms regulate their internal environment, involving sensing the internal and external
environment, and changing physiological activities to keep conditions within the range required to survive.
that living things acquire and use energy to support life processes.
2
Students will recognize or recall: Specific vocabulary such as:homeostasis, stimulus, response, cell, DNA, , reproduction, energy, waste, growth, development, heredity, metabolism Basic knowledge such as: characteristics of living things needs of living things types of reproduction (sexual vs. asexual)
Classification of Living things
4 In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond what was taught.
Question about viruses being living or not and why (cite evidence)
3Proficient
Students demonstrate they have developed an understanding of: living systems at all levels of organization demonstrate the complimentary nature of structure
and function. all organisms are composed of cells, most organisms being unicellular; other organisms are
multicellular. the classification of organisms into kingdoms is based on their structure and function.
2
Students will recognize or recall:Specific vocabulary such as:kingdom, nucleus, tissues, photosynthesis, cell wall, consumer, producer, decomposer, classification, unicellular, multicellular, organism Basic knowledge such as: living things are classified into groups according to their characteristics living things can be multicellular or unicellular
Suggested Resources
• You will find a suggested resources page at the end of each grade level curriculum guide. This resources page will list ideas for labs, lessons, assessments and websites that could be used to teach that unit. These are NOT required, but rather information to help you if needed.
• These parts of the guides will be filled in during part of our district PLC time each month.
Suggested Instructional Resources
Suggested Instructional Resources Learner Objectives Life on Earth Unit 1
Topic Web Resources – websites or resources on http://science.dmschools.org
Labs PBL Ideas (projects)
Textbook Resources
I Can:
use evidence to create an argument if a given object is living or non-living based on its needs and characteristics
classify organisms
according to their characteristics and defend the choices using evidence
identify basic plant
structures and explain their function in growth and reproduction
construct an
explanation that energy is transferred from plants to animals and relate this to photosynthesis
Characteristics of Life
http://infohost.nmt.edu/~klathrop/7characterisitcs_of_life.htm http://www.exploratorium.edu/imaging-station/activities/classroom/characteristics/ca_characteristics.php http://www.sciencelearn.org.nz/Science-Stories/Earthworms/Characteristics-of-living-things http://www.kidsbiology.com/biology_basics/needs_living_things/living_things_have_needs1.php
Classification of Living things
http://anthro.palomar.edu/animal/animal_1.htm http://www.kidsbiology.com/biology_basics/classification/classification1.php http://www.fcps.edu/islandcreekes/ecology/classification.htm http://www.fi.edu/tfi/units/life/classify/
Structure, Function and Processes of Plants
http://www.biology4kids.com/files/plants_main.html http://www.vrml.k12.la.us/curriculum/quicktip/science/plants/plants.htm http://www.brainpopjr.com/science/plants/partsofaplant/preview.weml http://www.biology4kids.com/files/plants_photosynthesis.html http://www.homestead-farm.net/KidsLinks/Photosynthesis.html http://www.khanacademy.org/science/biology/photosynthesis/v/photosynthesis
Tiered Assessments
• Assessments have been created for each topic.
• They are shorter (10 questions in length) and correspond to the 4 point scales.
• They are “tiered” to reflect an increase in rigor. The tiered approach will allow for focused analysis and can and should be used formatively to provide students targeted feedback. Example:
–Level 2 knowledge: 6 questions that measure critical foundational knowledge –Level 3 knowledge: 3 questions that measure grade level proficiency–Level 4 knowledge: 1 question that measures application beyond what was explicitly taught
• These assessments replace the current benchmarks. They can be taken online or paper/pencil*
Assessment Administration
• A single unit may have 3-4 short assessments (one for each topic) that can be given at any time throughout the unit so that they can be used formatively.
• The requirement will be that all district-created assessments are administered by the end of the unit.
• Because these assessments will be used as a common district-wide measure, teacher created assessments will be utilized for re-takes and re-dos. Students will not take the same assessment repeatedly.
• Teachers will continue to create CFAs throughout the unit to monitor and make instructional adjustments.
• All assessments and answer keys can be found on Share Point under “Public Curriculum Documents”
Reading and Writing in Science
• Reading and writing standards exist for science via the Common Core
• Non-fiction reading should be incorporated throughout units. Articles can be found using Defined STEM, and a bank of articles will also be housed on the Weebly.
• Writing will be assessed at the following levels:
• 6th Grade: Research report
• 7th Grade: Argumentative writing (claims/evidence)
• 8th Grade: Lab Report/ procedural writing
Writing tasks should be collaboratively scored with literacy teachers (they do conventions/writing process/citations, you do research and content)*Rubrics for each are available on the Weebly (these are a work in progress)
Science Resources
• Science Weebly
• Science building Budget (Must be spent by May 1)
• Defined STEM (additional training on October 25th PD day)
• District PLC days –Sept. 4–Oct. 2–Nov. 6–Dec. 11–Jan. 29–Feb. 26–March 26–April 30
